A Study On The Effective Questioning In Junior High School English Teaching

Questioning is an important part of English teaching.Effective questioning can provide not only language input for students but also opportunities for students' output.It can not only check students' understanding of language points,but also cultivate students' thinking qualities.It is a critical period for students to develop cognitive thinking in junior high school.High-level questions can not only improve students' ability to use language comprehensively,but also facilitate the development of critical thinking,divergent thinking and creativity.To improve the effectiveness of questioning in junior high school,this paper adopts observations,questionnaires and interviews as research instruments and randomly selects five English teachers and 180 students from grade 7 to grade 9 in No.57 Junior High School as subjects.It aims to investigate the current situation of questioning in junior high school and summarize the main problems existing in questioning.Then some reasonable suggestions will be put forward to enhance the effectiveness of questioning.The results indicate that there are some main factors affecting effective questioning.First,English teaching in junior high school is still teacher-centered and examination-oriented so that the majority of questions are low-level,which are helpful to consolidate language points but they cannot facilitate high-order thinking.Second,teachers raise questions more frequently than students.And all of students' questions are low-level.Third,teachers ignore the stages of learners' cognitive development.Question types have no relation to grades.Forth,teachers tend to rely on one single way of distributing questions and questioning strategy.Fifth,teachers are inclined to adopt simple praise as the main form of feedback,which cannot motivate students to participate in class.Based on the above problems,this paper puts forward some reasonable suggestions to improve the effectiveness of questioning and develop students' language competence and thinking qualities.